Author: kgullackson (Page 1 of 3)

Screenshot of Flashlight Sensor from Science Journal

Summary of New B.C. Ministry of Education Guidelines on Device Use in K-12 Schools

The B.C. Ministry of Education has introduced new guidelines for device use in K-12 schools that emphasize restricting cellphone use. While specific rules vary by district, a common approach has emerged. In most elementary schools, cellphone use is banned throughout the entire school day, from start to finish. For secondary schools, the guidelines are more lenient, typically limiting device usage to non-instructional times such as breaks, before school, and after school hours.

Smartphones and Tablets in Educational Settings: Helpful or Not?

Smartphones and tablets have a complex role in educational settings, particularly for the grade level I intend to teach. While these devices can offer access to interactive learning apps, immediate research opportunities, and digital collaboration, they often pose challenges as well. In the classroom, smartphones frequently become a distraction, diverting students from lessons, reducing focus, and potentially hampering meaningful peer-to-peer interactions.

Research backs up these concerns. For example, a recent article on new B.C. district policies to restrict cellphone use during the 2024-25 school year highlights findings that removing cellphones from the classroom can reduce students’ temptation to check their devices, fostering better engagement with the learning material and peers.

A video from a B.C. Premier also reinforces this sentiment, indicating that while the cellphone ban will stay in place, its implementation varies across school districts. Watch here.

Youtube Video on B.C. premier says cellphone ban to stay but can differ across school districts

In our technology and innovation class, guest speaker Brittany Johnson shared valuable classroom management strategies designed to support student engagement and emotional well-being. Below is an overview of some key strategies she discussed:

SEL Check-ins

Brittany emphasized the importance of social-emotional learning (SEL) check-ins to understand students’ feelings each day. One example involved using characters and emotions from the movie Inside Out paired with a check-in sheet that reads: “I feel [blank] because [blank], and people around me can help by [blank].” There is also a tick box for students to indicate if they want to speak to their teacher about their feelings. This creative approach provides a fun and meaningful way for students to express their emotions, fostering better understanding and support from teachers. Reflecting on this, I feel that such a tool could have made a big difference during my childhood, offering a way for my emotions to be recognized and supported.

Soft Starts and Transitions

Soft starts and thoughtful transitions help ease students into new activities. For example, during my Grade 1 practicum, my teacher uses calm music, fidget toys, building blocks, reading time, and drawing in the mornings to gently transition students into their day. This practice reduces anxiety and helps students settle in, creating a positive learning environment.

Routines and Expectations

Brittany highlighted that children often thrive on routine and structure. Clear expectations can reduce anxiety and help students feel more secure. In my practicum, my teacher uses a visual schedule with laminated circles, each representing an activity. As the day progresses, a clothespin moves to the next circle, visually showing students what to expect. This simple yet effective approach gives students a clear picture of their day.

Inquiry and Strength Based Approach

Brittany sets classroom goals focused on students’ interests, strengths, and areas for growth. Recognizing that every class is different, this approach ensures students remain engaged, challenged, and motivated by what truly interests and inspires them.

Co-Creating and Collaboration

Involving students in co-creating classroom rules, decorations, learning materials, and rubrics helps them feel a sense of ownership and engagement. When students have a voice in their environment, they are more invested and engaged, fostering a stronger sense of belonging and collaboration.

Digital Literacy Framework

Finally, Brittany emphasized how technology can be a powerful tool to help students engage and take ownership of their learning. Using the Universal Design for Learning (UDL) framework, technology can enhance engagement, representation, and action/expression, impacting different parts of the brain. By leveraging technology, we can support a diverse range of learning styles and needs.